The Big6 Research Model

1. The Big6 Research Model

2. Helps students to organize their thoughts. • Students learn the model at a young age • Teacher can collaborate on lessons more easily The Need for a Problem Solving Model

3. Big6 Components Task Definition 1.1: Define the information problem Upon completion of this stage, students will understand completely what information problem they will be solving. 1.2: Identify information needed Upon completion of this stage, students will determine the exact information needed to complete task.

4. Big6 Components Information Seeking Strategies 2.1: Determine the range of possible sources (brainstorm) Upon completion of this stage, students will be able to identify all usable sources, whether print or non-print, and which will be relevant to task. 2.2: Select the best sources Upon completion, students will select the best sources for task based on specific criteria: validity, authoritative, accurate, available, currency, etc.

5. Big6 Components • Location and Access • 3.1: Locate sources (intellectually and physically) • Upon completion, students will be able to successfully search the internet for sources, using keywords; extract sources from bibliographies; or other electronic sources. • 3.2: Find information within sources • Upon completion, students will be able to distinguish useful information from useless information. This may be done via search-filtering commands.

6. Big6 Components • Use of Information • 4.1: Engage (e.g. read, hear, view, touch) the information within a source • Upon completion, students will be able acquire information from a source by reading, listening, looking, and touching. Using these skills will round out their information literacy skills. • 4.2: Extract relevant information from a source • Upon completion, students will be able to take with them relevant information from a source. This shall be done using proven note-taking skills.

7. Big6 Components • Synthesis • 5.1:Organize information from different sources • Upon completion, students will be able bring together, all of their information, into a functioning information piece. • 5.2: Present the information • Upon completion, students will be able to showcase their information. This may be done through written work, spoken word, or product, such as a slide show.

8. Big6 Components • Evaluation • 6.1:Judge the product (effectiveness) • Upon completion, students will be able to review their product and honestly determine if they completed their work with satisfaction. • 6.2: Judge the information problem-solving process (efficiency) • Upon completion, students will be able to determine if they used the information-problem solving model correctly. They will identify the ease and difficulties associated with the use of the model.

9. Advantages of Using Big6 Supports standards—Common Core, Academic Content Standards, National Education Technology Standards, and AASL’s Standards for the 21st Century Learner Provides a framework for teaching and learning

10. Advantages of Using Big6 • Encourages cooperation and collaboration between librarians and teachers • Can be implemented across the curriculum in a variety of settings for a variety of activities

11. Advantages of Using Big6 • Integrates information search and use skills with technology tools in a systematic process to find, use, apply, and evaluate information to specific needs and tasks • Teaches students to use problem-solving skills

12. Implementation plan • Allow for student exploration • Develop a contract • Research strategies

13. Implementation plan • Self reflection of their work • The outcome of the research

14. Works Cited Carey, James O. "Michael Eisenberg and Robert Berkowitz's Big6." School Library Media Activities Monthly. Sept. 2002: 24-28. Library Literature & Information Science Full Text. Web. 24 Feb. 2012. Eisenberg, Michael B. “Implementing Information Skills: Lessons Learned From the Big6 Approach to Information Problem-Solving.”School Libraries in Canada. 22.4 (2003): 20-23. Library Literature & Information Science Full Text. Web. 24 Feb. 2012. Eisenberg, Michael B., and Robert E. Berkowitz. "The Six Habits of Highly Effective Students: Using the Big Six to Link Parents, Students, and Homework." School Library Journal 41.8 (1995): 22-25. Academic Search Complete. Web. 24 Feb. 2012. Story-Huffman, Ru. “Big6 Stage 5: Synthesis of Information”. Big6. 30 Sept. 2007. Web. 25 Feb. 2012. Milam, Peggy. "Destination Information: A Road Map for the Journey." Library Media Connection. April/May 2004. Library Literature and Information Science Full Text. Web. 25 Feb. 2012.

15. Works Cited Murray, Janet. "Looking at ICT Literacy Standards: Through the Big6 Lens." Library Media Connection26.7 (2008): 38-42. Library Literature and Information Science Full Text. Web. 23 Feb. 2012. Murray, Janet. “Standards Series, Part 4 of 5: Stage 4 – Use of Information: Where the Rubber Meets the Road”. Big6. Big6, 13 Sept. 2004. Web. 25 Feb. 2012. Needham, Joyce. “Meeting the New AASL Standards for the 21st-Century Learner via Big6 Problem Solving.” Library Media Connection. 28.6 (2010): 43- 43. Library Literature & Information Science Full Text. Web. 24 Feb. 2012. Wolf, Sara. "The Big Six Information Skills as a Metacognitive Scaffold: A Case Study." American Association of School Librarians, June 2003. Web. 24 Feb. 2012. <http://www.ala.org/aasl/aaslpubsandjournals/ slmrb/slmrcontents/volume62003/bigsixinformation>.

16. Works Cited Wurster, Sue. “Big6 1.0: Begin Well to End Well: How to Teach Task Definition Skills with Big6 “TurboPlanner”. Big6. Big6, 21 Jan. 2004. Web. 25 Feb. 2012. Wurster, Sue. “Big6 2.0: School Practice to Work Practice: How to Teach Information Seeking Skills with Big6 “TurboPlanner” (Grades 7–12)”. Big6. 2 Mar. 2006. Web. 25 Feb. 2012. Wurster, Sue. “Big6 3.0: Teach Location and Access Skills Using Big6 TurboTools (Grades 7–12)”. Big6. 12 June 2006. Web. 25 Feb. 2012. Wurster, Sue. “Big6 6.0: Project Evaluation and Performance Evaluation with Big6 TurboTools”. Big6. 16 Mar. 2007. Web. 25 Feb. 2012.